The Office of Planning, Research, and Accreditation (OPRA) is here to help guide our college's growth and success! We provide data, research, and insights that enable leaders and departments to make informed decisions benefiting students, faculty, and the entire campus community. In addition, OPRA takes the lead in institutional planning and is an integral part of our college’s accreditation process, ensuring we meet key standards. OPRA is dedicated to supporting data-driven strategies that propel our college forward.
OPRA's Responsibilities
- Planning responsibilities include leading the development of the College's Strategic Plan, overseeing its implementation, monitoring progress toward achieving goals and objectives, evaluating the planning process, and assessing the achievement of plan outcomes.
Ìý - Research responsibilities include working closely with college constituencies, instructional units, and administrative units, to develop and implement a research agenda that addresses college strategic planning goals, State initiatives and accreditation requirements. As well, the department supports data analysis in the areas of outcomes assessment, program operations, and program impact. OPRA also supports college data collection and reporting needs as these activities relate to required state and federal accountability initiatives and compliance with state and federal laws and regulations.
Ìý - Accreditation responsibilities include providing support for the self-study that is conducted every six years and the mid-term report every three years. Additionally, OPRA monitors the implementation of planning agendas and recommendations, and plays a lead role in developing the ACCJC annual report.
We look forward to assisting you!
ÃÛÌÒAPP is affiliated with the Accrediting Commission for Community and Junior Colleges (ACCJC), the branch ofÌýÌýwhich accredits community and junior colleges. All colleges and universities must reaffirm theirÌýaccreditationÌýevery six years.Ìý
"TheÌýaccreditationÌýprocess requires the college to do a self study. This self study is a three-part process of accrediting an institution. This process includes an institutional self appraisal, an on-site visit by a team of peers, and a review and a decision on the accredited status of the college by the Commission."
Please visit ourÌýAccreditationÌýpage for more information.
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ÃÛÌÒAPP is committed to protecting the welfare, rights, and privacy of all persons who participate as subjects in research projects conducted under its auspices, and to ensuring that the subjects of such research are fully aware of their rights and of the protections available to them.
The body charged with this task is the Institutional Review Board for the Protection of Human Subjects (IRB) which is guided in its work by the Federal Regulations on human subjects research adopted by seventeen federal agencies and known as the .
Steps to IRB Approval
Step 1: . Review this application carefully to ensure that all sections are complete and that all required attachments are included (NOTE: you will need to provide a bio-sketch to illustrate your qualifications and experience that demonstrate you are fit to conduct the research activities in your proposal).
The IRB chair will notify you about missing information or documents through email only. The check boxes indicating "Expedited", "Exempt", "Full Board" require you to examine pages 6-12 in ÃÛÌÒAPP's IRB Standard Operating Procedures (extracted here). Do not worry if you are uncertain, the IRB will make the final call.
Step 2: . ÌýNote, Saddleback has a hosted site. The IRB administrator will assign you training ONLY after you register first. Incomplete training will not be considered for review beyond initial screening. This means your study will not be approved unless you complete the training.
Step 3: Wait for your protocol review #. ÌýYour study proposal will be assigned a protocol number. Save this for your records.
Step 4: Wait for information about your study and its level of review required from the IRB Chair. You may need to provide additional information to the IRB at any point in time. ÌýThis includes before, during and after your study is: submitted, in process, approved, approved subject to restrictions, tabled, or disapproved.
Changes to Approved IRB Protocols
Once a human research study has received Saddleback IRB approval, federal regulations require that any subsequent changes to that study must be reviewed and approved by the IRB prior to implementation, except when the change is necessary to avoid an immediate hazard to a subject. If a change is necessary to avoid immediate harm to a subject, implement the change and submit a protocol modification after the fact as soon as possible.
Changes to an approved protocol should be .
Common changes to an approved protocol include, but are not limited to:
- Changes to the research team (adding or removing team researchers, including student researchers)
- Revisions to study documents or informed consent
- Revisions to study procedures or survey questions
- Revisions to recruitment materials or the addition of new recruitment materials
- Increasing or decreasing the number of subjects to be enrolled
- Changes to the study population
If you have any questions related to this process, please email us at scirb@saddleback.edu.
Utilizing external and internal scans and other planning documents, decisions are made about the strategic directions of the college and the goals and strategies needed to move in those directions. Once a strategic plan is finalized, it will largely inform budgeting and other resource allocation decisions in conjunction with the needs of instructional programs and administrative units on campus as expressed in completed Program and Administrative Unit Reviews. The strategic plan will not predetermine decisions. Instead, it will provide a guide or framework within which decision making will take place.
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View Our Mission, Vision, and Values
2025-2035 Strategic Priorities and Goals
Strategic Priority 1 - Student-Centered
SOCCCD WILL FOSTER AN INCLUSIVE ENVIRONMENT WHERE EVERY STUDENT IS VALUED AND SUPPORTED.
- Goal 1: Foster inclusive, student-centered environments where all learners - including online students - feel valued, supported and empowered.
- Goal 2: Deliver high impact learning experiences that develop critical thinking, adaptability, ethical judgement, and real-world skills.
Strategic Priority 2 - Equitable Access
SOCCCD WILL ENSURE THAT ALL STUDENTS HAVE EQUITABLE ACCESS TO OPPORTUNITIES TO EXPLORE, ENROLL IN, AND SUCCEED IN THEIR EDUCATIONAL JOURNEYS.
- Goal 1: Eliminate systematic barriers that prevent underrepresented students from applying, enrolling, and persisting.
- Goal 2: Close equity gaps by improving access to enrollment, resources and coursework aligned with student educational goals.
Strategic Priority 3 - Equitable Outcomes
SOCCCD WILL PROVIDE THE SUPPORT, RESOURCES, AND OPPORTUNITIES NEEDED FOR ALL STUDENTS TO ACHIEVE ACADEMIC, PERSONAL AND CAREER SUCCESS.
- Goal 1: Use data-informed strategies to ensure equitable success in graduation, transfer, and career outcomes.
- Goal 2: Expand opportunities by enhancing student readiness, mobility, personal growth and long-term career preparedness.
Strategic Priority 4 - Economic and Social Mobility
SOCCCD WILL ADVANCE THE ECONOMIC AND SOCIAL MOBILITY OF STUDENTS.
- Goal 1: Strengthen industry and workforce partnerships, relationships and collaboration to align education with high-demand careers.
- Goal 2: Increase access to baccalaureate programs and completion rates after transfer to improve career opportunities.
Strategic Priority 5 - Community Vitality and Engagement
SOCCCD WILL ENHANCE COMMUNITY VITALITY AND ENGAGEMENT.
- Goal 1: Expand SOCCCD's presence through inclusive outreach, service learning, civic engagement, and prioritize resources to support initiatives.
- Goal 2: Advance sustainability efforts by integrating eco-conscious practices, reducing the district's environmental impact, and promoting sustainability education.
Strategic Priority 6 - Workplace Culture and Growth
SOCCCD WILL FOSTER A SAFE ENVIRONMENT WHERE EMPLOYEES FEEL EMPOWERED, VALUED, AND RESPECTED.
- Goal 1: Foster a culture of care, enhancing employee engagement and mutual respect.
- Goal 2: Empower employees through collaboration, innovation and professional growth to promote student success and employee satisfaction.
Collegewide Plans
Strategic Planning
Student Equity Plan
Technology Master Plan
Economic & Workforce Development Plan
Guided Pathways Plan
Facilities Master Plan
Educational Master Plan
Participatory Governance
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College Dashboards
Public
This dashboard was designed to display the demographics of the college’s student population (such as ethnicity, age, gender, employment hours, average units enrolled, enrollment status, city of residence). Dashboard has several filters that allow users to limit the data.
Internal
This dashboard is primarily used by instructional schools to complete their administrative unit reviews. Data can be drilled down to the department-level to view trends related to key metrics (such as FTES, success, retention, productivity, enrollments, fill rates, award completions, etc.) across the last five years.
This dashboard was designed to identify and monitor students that may be experiencing access issues, specific to those who apply to the college and don’t enroll in classes. Dashboard includes program of study, learning pathway, educational status, and educational goal, and has several filters that allow users to limit the data and has an export function.
This dashboard was designed to display the demographics of the college’s student population (such as ethnicity, age, gender, employment hours, average units enrolled, enrollment status, city of residence). Dashboard has several filters that allow users to limit the data.
This dashboard was designed to provide instructors course success data particular to the classes that they teach. The data provided includes achievement gaps by disproportionately impacted students along with demographics (such as probation status, special populations, high school GPA, etc.). Dashboard has several filters that allow users to limit the data.
This dashboard is used to monitor progress on key metrics over time. Some of these metrics include FTES, enrollments, headcount, 1st year experience, awards, transfers to four-year universities, and time to completion. Dashboard has several filters that allow users to limit the data.
This dashboard is used to monitor progress on key metrics related to the college’s schools/pathways over time. Some of these metrics include FTES, enrollments, headcount, 1st year and 2nd year cohorts, awards, transfers to four-year universities, and time to completion. Dashboard has several filters that allow users to limit the data.
This dashboard was designed to provide non-credit instructional programs (such as Adult Education and Emeritus) data related to their programs for completion of program review and scheduling. This dashboard contains data related to demographics, positive attendance, conversion of non-credit students to credit, productivity, etc.). Dashboard has several filters that allow users to limit the data.
This dashboard is primarily used by instructional units to complete their program reviews. Data can be drilled down to the course level to view trends related to key metrics (such as FTES, success, retention, productivity, enrollments, fill rates, award completions, etc.) across the last five years.
This dashboard was designed to provide tracking on all full-time Promise cohorts. This dashboard contains data related to demographics, average units enrolled, English and math completion in the first year, persistence rates for year 1 and 2 and two-year completion rates. Dashboard has several filters that allow users to disaggregate the data by special population (such as ethnicity and first-time generation).
This dashboard reflects the demographics and needs of the college’s credit students (primarily focused on non-academic needs) who completed the Student Needs Survey, which is administered every semester. Additionally, through a direct triage process, the dashboard reflects data on the percentage of students who have been contacted by services. Dashboard has several filters that allow users to limit the data.
NOTE:ÌýAll dashboardsÌýrequire login authentication.
ÃÛÌÒAPP research staff maintains a list ofÌýlinks to external data sources useful in developing and making comparisons to college data.Ìý As well, the information contained on these external sites allows college staff to obtain information related to our local high school population and higher education more generally.Ìý
California Community Colleges
California K-12
Postsecondary Education
Labor Market Information
Demographic Information
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